Do universal media literacy programs have an effect on weight and shape concern by influencing media internalization?

The “native” or pribumi term as a narrative emerged into the public sphere and raises questions since October 16, 2017, whether the term is merely a conversation on the surface or more deeply describes the narrative that represents the socio-cultural aspect of Indonesian society. The study was conducted using twitter as a locus of observation within the period of November 8-16, 2017. Based on the idea that a social text reflects a narrative building constructed socio-cultural and leaves a long history trail, preliminary findings indicate that Indonesian society has a historical heritage of Dutch colonialism on native and non-native (Chinese/Tionghoa). The "native" narratives of the present are not only built on the issue of social inequalities between native versus Chinese, but rather show imaginations about the influence of the Chinese group's economic resources on power. The narrative does not only touch on the economic and political aspects, but also the religions, historically potentially becoming a conflict played by interest groups ahead of the 2018 elections and the 2019 presidential election. Suggestions for anticipating vulnerabilities are to conduct media literacy programs involving multiple stakeholders, both government and civil society, include scholars.

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Probabilistic social learning improves the public’s judgments of news veracity

PLoS ONE ◽

10.1371/journal.pone.0247487 ◽

2021 ◽

Vol 16 (3) ◽

pp. e0247487

Author(s):

Douglas Guilbeault ◽

Samuel Woolley ◽

Joshua Becker

Keyword(s):

Public Health ◽

Machine Learning ◽

Social Media ◽

Social Learning ◽

Media Literacy ◽

Peer Influence ◽

Global Economy ◽

Peer Networks ◽

Literacy Programs

The digital spread of misinformation is one of the leading threats to democracy, public health, and the global economy. Popular strategies for mitigating misinformation include crowdsourcing, machine learning, and media literacy programs that require social media users to classify news in binary terms as either true or false. However, research on peer influence suggests that framing decisions in binary terms can amplify judgment errors and limit social learning, whereas framing decisions in probabilistic terms can reliably improve judgments. In this preregistered experiment, we compare online peer networks that collaboratively evaluated the veracity of news by communicating either binary or probabilistic judgments. Exchanging probabilistic estimates of news veracity substantially improved individual and group judgments, with the effect of eliminating polarization in news evaluation. By contrast, exchanging binary classifications reduced social learning and maintained polarization. The benefits of probabilistic social learning are robust to participants’ education, gender, race, income, religion, and partisanship.

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Digital Media Literacy Campaign in Identifying News

E3S Web of Conferences ◽

10.1051/e3sconf/20187314015 ◽

2018 ◽

Vol 73 ◽

pp. 14015

Author(s):

Tandiyo Pradekso ◽

Djoko Setyabudi ◽

Rouli Manalu

Keyword(s):

High School Students ◽

Digital Media ◽

Media Literacy ◽

Literacy Programs ◽

Young Generation ◽

Fake News ◽

School Students ◽

Public And Private ◽

Literacy Campaign ◽

Digital Media Literacy

This article explains the ways in which a digital media literacy campaign was conducted to help groups of adolescent to identify fake news or hoax and to prevent the further dissemination of fake news. A number of research have shown that young generation, or popularly known as millennials, is the age group of media users that has the highest tendency to read and to spread hoax or fake news. This is also tied to the fact that millennial spend more time on the Internet, and therefore have higher exposure to many various types information, including fake news. Based on the digital media campaign programs that was conducted in several public and private high schools in Semarang, Indonesia, this article will explicate the initial condition regarding the ability of high-school students in recognizing and identifying fake news before the digital media literacy campaign, and then explain how the campaign helping students to improve the ability to do so. This article will further describe the challenges faced in the typical media literacy campaign and several suggestions to overcome those challenges in future digital media literacy programs.

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Media Literacy in the Digital Age

Information and Technology Literacy ◽

10.4018/978-1-5225-3417-4.ch001 ◽

2017 ◽

pp. 1-27

Author(s):

Amir Manzoor

Keyword(s):

Information And Communication Technologies ◽

Media Literacy ◽

Formal Education ◽

Communication Technologies ◽

Literacy Skills ◽

Literacy Programs ◽

The World ◽

Information And Communication ◽

The Media ◽

Informal Settings

Time has come to equip people communities around the world with digital and media literacy skills. In order make informed decisions, people need ability to access, analyze and engage in critical thinking about the daily messages they receive on a variety of issues such as health and politics. Today's “connected homes” provide people access to latest information and communication technologies. To become an effective participants in the information society of 21st century, people need not only acquire the multimedia skills but also the ability to use these skills effectively. One way this can be achieved is by including digital and media literacy in formal education. The objective of this chapter is to examine the media literacy programs working across the world to equip citizens to analyze and evaluate incoming information. In addition, the chapter provides some specific recommendations to bring digital and media literacy education into formal and informal settings.

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Perspectives on Media Literacy, Digital Literacy and Information Literacy

Current Trends and Future Practices for Digital Literacy and Competence ◽

10.4018/978-1-4666-0903-7.ch003 ◽

2012 ◽

pp. 28-33 ◽

Cited By ~ 4

Author(s):

Monica Fantin

Keyword(s):

Media Literacy ◽

Information Literacy ◽

Digital Literacy ◽

Cultural Landscape ◽

Writing Skills ◽

Media Education ◽

Literacy Programs ◽

Digital Culture ◽

Reading And Writing ◽

Definition Of

The cultural landscape poses different challenges for teachers. Beyond developing reading and writing skills, it is necessary to emerge in the digital culture and master the different codes of different languages. In this context, media education studies discuss the educational possibilities of interpreting, problematizing, and producing different kinds of texts in critical and creative ways, through the use of all means, languages and technologies available. Considering that media cannot be excluded from literacy programs, it is essential to reflect on the definition of “literate” today. These reflections examine the resignification of concepts like literacy, media literacy, digital literacy and information literacy.

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Community norms for the Eating Disorder Examination Questionnaire (EDE-Q) among gender-expansive populations

Journal of Eating Disorders ◽

10.1186/s40337-020-00352-x ◽

2020 ◽

Vol 8 (1) ◽

Cited By ~ 1

Author(s):

Jason M. Nagata ◽

Emilio J. Compte ◽

Chloe J. Cattle ◽

Annesa Flentje ◽

Matthew R. Capriotti ◽

...

Keyword(s):

Eating Disorder ◽

Subscale Score ◽

Transgender Women ◽

Global Score ◽

Eating Disorder Examination Questionnaire ◽

Excessive Exercise ◽

Eating Disorder Examination ◽

Community Norms ◽

Shape Concern ◽

Weight And Shape Concern

Abstract Purpose Gender-expansive individuals (i.e., those who identify outside of the binary system of man or woman) are a marginalized group that faces discrimination and have a high burden of mental health problems, but there is a paucity of research on eating disorders in this population. This study aimed to describe the community norms for the Eating Disorder Examination Questionnaire (EDE-Q) in gender-expansive populations. Methods The participants were 988 gender-expansive individuals (defined as neither exclusively cisgender nor binary transgender) from The PRIDE study, an existing longitudinal cohort study of health outcomes in sexual and gender minority people. Results We present the mean scores, standard deviations, and percentile ranks for the Global score and four subscale scores of the EDE-Q in this group as a whole and stratified by sex assigned at birth. Gender-expansive individuals reported any occurrence (≥1/28 days) of dietary restraint (23.0%), objective binge episodes (12.9%), excessive exercise (7.4%), self-induced vomiting (1.4%), or laxative misuse (1.2%). We found no statistically significant differences by sex assigned at birth. Compared to a prior study of transgender men and women, there were no significant differences in eating attitudes or disordered eating behaviors noted between gender-expansive individuals and transgender men. Transgender women reported higher Restraint and Shape Concern subscale scores compared to gender-expansive individuals. Compared to a prior study of presumed cisgender men 18–26 years, our age-matched gender-expansive sample had higher Eating, Weight, and Shape Concern subscales and Global Score, but reported a lower frequency of objective binge episodes and excessive exercise. Compared to a prior study of presumed cisgender women 18–25 years, our age-matched gender-expansive sample had a higher Shape Concern subscale score, a lower Restraint subscale score, and lower frequencies of self-induced vomiting, laxative misuse, and excessive exercise. Conclusions Gender-expansive individuals reported lower Restraint and Shape Concern scores than transgender women; higher Eating, Weight, and Shape Concern scores than presumed cisgender men; and lower Restraint but higher Shape Concern scores than presumed cisgender women. These norms can help clinicians in treating this population and interpreting the EDE-Q scores of their gender-expansive patients.

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Development of weight and shape concerns in the aetiology of eating disorders

The British Journal of Psychiatry ◽

10.1192/bjp.179.3.236 ◽

2001 ◽

Vol 179 (3) ◽

pp. 236-242 ◽

Cited By ~ 67

Author(s):

Simon G. Gowers ◽

Alison Shore

Keyword(s):

Eating Disorders ◽

Quantitative Research ◽

Alternative Pathway ◽

Eating Behaviour ◽

Weight Concern ◽

Developmental Pathway ◽

Weight And Shape Concerns ◽

Abnormal Eating ◽

Shape Concern ◽

Weight And Shape Concern

BackgroundAlthough weight and shape concerns are considered to be integral to the psychopathology of anorexia and bulimia nervosa, uncertainties remain about developmental aspects of the aetiology of these concerns and their relationship to eating disorders.AimsTo review the recent literature on weight and shape concern, with particular emphasis on aetiology, to identify a possible developmental pathway from weight concern through abnormal eating behaviour to disorder.MethodLiterature review of Medline and Psychlit databases using the keywords ‘eating disosrder’, ‘weight concern’, ‘shape concern’ and ‘aetiology’. Inclusion criteria were based on the strength of quantitative research findings, originality of ideas and recent publication.ResultsWeight and shape concerns follow a developmental pathway arising before the typical age for the development of eating disorders. The origins are multifactorial, with biological, family and sociocultural features predominating.ConclusionsAlthough weight and shape concern seems commonly to underlie the development of eating disorders, an alternative pathway appears to exist through impulsivity and fear of loss of control. Prevention strategies may usefully focus on the attitudes and concerns that lead to dieting behaviour.

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